Geography

Geography: Curriculum Intent

At The Holy Spirit, we want our children to be captivated about the world and the people in it.  Their inquisitiveness should last for the rest of their lives. Our children should know about the diversity of places, people, and natural and human environments. They should also understand physical and human processes of the planet Earth (e.g. the water cycle, volcanoes etc).

 

Our Curriculum Drivers:

Spirituality: As a Catholic School we are driven by a spiritually rich curriculum that holds Gospel values at its heart, encompassing the importance of British values and Equality.

Possibilities: A curriculum that provides quality experiences, encouraging our children to have high aspiration for their future and to be aware of all the opportunities available to them.

Resilience: Our curriculum encourages children to learn how to think well, it seeks to remove barriers to learning through growth mind-set, developing problem-solving skills and bounce-back ability.

 

Characteristics of a Geographer

  • An excellent knowledge of where places are and what they are like.
  • An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  • An extensive base of geographical knowledge and vocabulary.
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
  • The ability to reach clear conclusions and develop a reasoned argument to explain findings.
  • Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
  • Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
  • A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
  • The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Implementation

Our pupils should be able to organise their knowledge, skills and understanding around the following learning concepts:

  • Investigate places

This concept involves understanding the geographical location of places and their physical and human features.

  • Investigate patterns

This concept involves understanding the relationships between the physical features of places and the human activity within them, and the appreciation of how the world’s natural resources are used and transported.

  • Communicate geographically

This concept involves understanding geographical representations, vocabulary and techniques.

These threshold concepts underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language. 

The vertical accumulation of knowledge and skills from Years 1 to 6 is mapped as follows:

 

Milestone 1 - Year 1 & Year 2

Milestone 2 - Year 3 and Year 4

Milestone 3 - Year 5 & Year 6

Investigate places
This concept involves understanding the geographical location of places and their physical and human features.

• Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).

• Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.

• Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.

• Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment.

• Use aerial images and plan perspectives to recognise landmarks and basic physical features.

• Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

• Name and locate the world’s continents and oceans.

 

• Ask and answer geographical questions about the physical and human characteristics of a location.

• Explain own views about locations, giving reasons.

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.

• Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.

• Use a range of resources to identify the key physical and human features of a location. 

• Name and locate counties and cities of the United 

Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. 

• Name and locate the countries of Europe and identify their main physical and human characteristics.

 

• Collect and analyse statistics and other information in order to draw clear conclusions about locations.

• Identify and describe how the physical features affect the human activity within a location.

• Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.

• Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways. 

• Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps - as in London’s Tube map).

• Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

• Name and locate the countries of North and South America and identify their main physical and human characteristics.

Investigate patterns
This concept involves understanding the relationships between the physical features of places and the human activity within them, and the appreciation of how the world’s natural resources are used and transported.

• Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting non-European country.

• Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. 

• Identify land use around the school.

• Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas.

• Describe geographical similarities and differences between countries.

• Describe how the locality of the school has changed over time. 

• Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).

• Understand some of the reasons for geographical similarities and differences between countries.

• Describe how locations around the world are changing and explain some of the reasons for change.

• Describe geographical diversity across the world.

• Describe how countries and geographical regions are interconnected and interdependent.

 

Communicate geographically
This concept involves understanding geographical representations, vocabulary and techniques.

• Use basic geographical vocabulary to refer to: 

• key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather. 

• key human features, including: city, town, village, factory, farm, house, office and shop.

• Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.

• Devise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1).

 

•  Describe key aspects of: 

• physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle. 

• human geography, including: settlements and land use.

• Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

 

• Describe and understand key aspects of: 

• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. 

• human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.

• Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.

• Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).

 

Aspirations for the future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs. 

Here are some of the jobs you could aspire to do in the future as a Geographer:

  • Land surveyor
  • Marine Biologist
  • Weather Presenter
  • Helicopter Mission Controller

For more careers, please visit First Careers.

Impact

Assessment

Through the explicit teaching of the Geography skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, and whenever possible throughout the year, pupils reflect on their knowledge and understanding of the concepts, to ensure that knowledge is stored in their long-term memory, enabling them to recall information and opinion away from the time of teaching. Our assessment system, based on Milestones 1 to 3, helps teachers to make informed judgements about the depth of their learning and the progress they have made over time.